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4 Teachers as researchers Examining the outcome of an implementation is a good way of finding out whether or not something has been successful. Many teachers view research in the wrong way; my view of research is best described as a systematic way of finding something out. It is planned, and there is going to be some evidence to discuss. Evidence based teaching is not simply passing on research for teachers to implement. It is about teachers being discerning and making professional judgements based upon the evidence they have access to. teachwire.net/secondary 1 Evidence based teaching? For ideas to be embedded into a teacher’s repertoire, extended practice over time and a willingness to commit to such practice is required. Where possible, such practices should be developed in an informed way and should be part of an evidence based approach. Therefore, rather than relying upon subjective observations alone, data should be collected where possible and used in an informed way. Evidence based approaches using peer-to-peer observations are about empowering teachers, not simply about catching them out! 3 Measure the effect size Whilst we may have an intuitive feel for what works and what doesn’t, what evidence can we draw upon to give us a better idea of where we should be placing our effort? One way that teachers can increase their understanding is through looking at the research on ‘effect sizes’. If we compare two or more intervention groups, effect sizes tell us which one is likely to have a greater effect on the learner. Effect size often works by drawing upon multiple studies and effectively provides an average of those studies. 2 Whole-school commitment If Assessment for Learning strategies are to be actively used in a school, there needs to be a whole- department or whole-school commitment. Ensuring that AfL is a standing item on the agenda of meetings is a way of keeping AfL a priority. Build AfL into school and departmental development plans with clear targets that are monitored, and provide opportunities to share good practice and learn from each other through coaching and mentoring to ensure that AfL is embedded and sustainable. ABOUT THE AUTHOR David Spendlove is professor of education and director of teaching and learning at the University of Manchester and an expert in AfL, research and teaching methods. These suggestions are taken from his book, 100 Ideas for Secondary Teachers: Assessment for Learning (Bloomsbury Education, £14.99) DavidSpendlove offers some advice on how to gauge whether your Assessment for Learning strategies are having the desired effect 4 WAYS TO tell what works A S S E S S M E N T 15